Unit Plan Template

Student Name: Kathryn Parker Instructor Name: Kievit

Part I: Unit Outline:

Unit title: Maps

Grade level: 2nd
Standards:
Grade 2, Strand 4, Concept 1, PO 2. Interpret political and physical maps using the following elements: a.
alphanumeric grids b. title c. compass rose – cardinal directions d. key (legend) e. symbols.
Grade 2, Strand 4, Concept 1, PO 3. Construct a map of a familiar place (e.g., school, home, neighborhood,
fictional place) that includes a title, compass rose, symbols and key (legend).
Key terms: compass rose, compass, legend, symbols, key, map, directions, north, south, east, west, grid, map
scale
Prior Knowledge: Students should know that maps help us find places. They should know what a map looks
like. Students should know the basics of directions like north, south, east, and west.
Description: Students will know the cardinal directions (north, south, east, and west). They will be able to use
the cardinal directions to find specific places on a map. They will be able to create their own titled and labeled
map by the end of the last lesson.
Objectives:
Lesson 1: SWBAT identify the key components of a map (legend, compass rose, title, etc.)
Lesson 2: SWBAT navigate between two places on a map using cardinal directions.
Lesson 3: SWBAT survey a map using alphanumerical grids.
Lesson 4: SWBAT estimate the distance between two locations on a map.
Lesson 5: SWBAT create a map of the location of their choice.

Part II: Instructional Sequence:

Lesson 1: Students will be introduced to maps. They will learn vocabulary such as navigate, legend,
compass rose, map, key, directions, and title. They will then be given a map and told to circle the
different components of the map. For homework, they will complete a worksheet where they must
label the parts of the map.

Lesson 2: The students will be taught how to use a map to navigate from one location to another.
They will then use a map of the school to navigate their way from the classroom to a location in the
school of their choice. They will draw on the map, but also write down the directions using academic
vocabulary such as north, south, east, and west. Independent practice will be writing down how they
get to school everyday. They must include the cardinal directions.

Lesson 3: Students will be shown a map with an alphanumerical grid. The teacher will explain how to
use these kinds of maps and model. The students will play a quick game of battleship to begin
reading alphanumeric maps. They will be given a premade alphanumeric sheet with a compass rose
on it. They must say the name of the space (e.g. A5). If they miss, it is the next person’s turn. If they
get a hit, then they must use cardinal directions to state their next guess (e.g. 1 space north).
Independent practice will be a worksheet from TeachersPayTeachers.
(https://www.teacherspayteachers.com/Product/Maps-from-A-to-Z-2130299)

Lesson 4: Students will be introduced to map scales. A map will be presented that has a scale (e.g. 1
in.=5 ft.) Teacher will model how to measure the distance between two points on the map using the
scale and a ruler. Students will then be given a practice map to work in cooperative groups to
measure the distance between two points of the group’s choice. They will present their findings in a
 Unit Plan Template
Student Name: Kathryn Parker Instructor Name: Kievit

round robin. Independent practice will be the following worksheet:

https://www.education.com/worksheet/article/map-scale/

Lesson 5: Students will use what they have learned to create a map of the location of their choice. It
can be their bedroom, house, school, fantasyland, etc. They must include a title, legend, map scale,
and a compass rose. When the map is complete, they must measure the distance between any two
points on the map and label the distance.

Lesson Three
Subject: Social Studies Topic: Maps Grade Level: 2 Duration: 30 minutes

List of Materials, Handouts, Rubrics, and other Documents:

TeachersPayTeachers worksheet, blank alphanumeric grid maps, two-colored counters

Purpose: This lesson will help students…become better map readers.

Components Description of Plan

Content Standard Grade 2, Strand 4, Concept 1, PO 2. Interpret political and physical
Choose ONE standard and type it out maps using the following elements: a. alphanumeric grids b. title c.
along with the number
compass rose – cardinal directions d. key (legend) e. symbols.
Learning Objective Bloom’s Level: Analyzing
 Choose ONE level of complexity from
Bloom’s Revised Taxonomy Objective: SWBAT survey a map using alphanumerical grids.
 Write ONE objective that will
demonstrate mastery of the standard
 Must be ONE simple sentence with Kid-Friendly (KF) Objective: I can read a map with an alphanumerical grid.
ONE carefully chosen verb

Est Anticipatory Set Teacher will (TW): Students will (SW):

# of  A quick "hook" to grab the 1. Ask students how many have 1. Raise their hand if they have
Mins student's attention played the game “Battleship”. played Battleship before.
 Activates prior knowledge of 2. Have students mix-pair-share 2. Mix-pair-share and be ready to
3
min. the objective what the map looks like on the describe the map on the game
 Requires active participation
game board. board.
from 100% of learners
 Say how students will literally 3. Have the person on the left side 3. Choral read objective
interact with the OBJECTIVE share for their group. 4. Share with a partner what they
4. Read objective aloud. Choral think they will learn in the
read and then have students lesson.
share with their partner what
they think they will learn in this
lesson.
Est Teaching-Input Teacher will: Students will:
# of  Direct instruction portion of 1. Bring up a picture of an 1. Listen as teacher reviews
Mins
lesson alphanumeric map. 2. Show color card to indicate
3  Using effective and varied 2. Review vocabulary compass understanding
min. strategies, the teacher rose, map, directions, north,
provides information and south, east, west.
vocabulary students will need
3. Have students raise their color
in order to grasp the new
 Unit Plan Template
Student Name: Kathryn Parker Instructor Name: Kievit

concept, strategy, or skill. card to indicate understanding.

 Check for Understanding #1
Est Teaching-Modeling Teacher will: Students will:
# of  Teacher demonstrates and 1. Explain that an alphanumeric 1. Watch as teacher models how to
Mins shows examples of what grid map is used by first locating use an alphanumeric grid map.
students are expected to do a letter and then a number. The 2. Show fist to five to indicate
5 during Guided Practice
min. location is where the two understanding
 Check for Understanding #2
intersect.
2. Model how to find A5 on the
map.
3. Have students show fist to five
to indicate understanding
4. Say, “With your face partner,
you will play a game of
battleship. I will hand each pair a
blank alphanumeric map grid
and some two-colored counters.
The two-colored counters will
make up your fleet. You will
have one single counter length
ship, one two counter length
ship, one three counter length
ship, and one four counter
length ship.”
5. Call up a random student.
6. Explain, “This is my partner. It is
now my turn. When I first guess,
I will say the name of the
location on the grid. In this case,
I will say B5. Is that a hit or
miss?” Student will say hit or
miss.
7. If a hit, say, “Now I’m going to
use cardinal directions to make
my next guess. One space
north.”
8. If a miss say, “it is now my
partner’s turn.”
9. When partner gets a hit say,
“Now he/she is going to use
north, south, east, or west to
make his/her next guess.”
10. After two more moves, ask for
fist to five to indicate
understanding.
11. When a majority understand,
say “now it’s your turn. You have
15 minutes.”
Est Guided Practice Teacher will: Students will:
# of  An opportunity for each 1. Pass out the alphanumeric map 1. Play “battleship”
Mins
student to demonstrate new grids to each pair.
learning by working through 2. Monitor the game.
15 an activity or exercise with the
teacher’s guidance.
 Unit Plan Template
Student Name: Kathryn Parker Instructor Name: Kievit

min.  This is the heart of the lesson

and should have the most
minutes assigned to it
Est Closure Students will:
# of  ALL students must engage in 1. Share with their elbow partner one thing they learned and one thing they
Mins brief closure activity to cement have a question about.
learning and optimize transfer. 2. Have the person on the right share what their partner said.
4  Do not introduce anything
min. 3. SW re-engage with the objective by…sharing with a partner what they
new during Closure.
learned and what they have a question about.
 Check for Understanding.#3
 Say how students will re-
engage with the OBJECTIVE
N/A Independent Practice Students will:
 AFTER proper closure, it is Complete the TeachersPayTeachers worksheet
important to provide time for (https://www.teacherspayteachers.com/Product/Maps-from-A-to-Z-2130299) as
additional practice. It may be homework
group or individual work in
class or it might be
homework.
 Do not introduce anything
new during Independent
Practice.

Checks for Understanding 1. Color cards after teacher instruction

 List at least THREE quick, informal 2. Fist to Five after Teacher modeling
strategies that you used to check 3. Think-Pair-Share at closure
understanding throughout the lesson.
 Checks go in the STUDENT column
 Checks should be varied (i.e., self-
check, verbal check, written check).
Assessment Options Pre-Assessment of Objective: having them discuss what they think they will learn in
 Describe how you will pre- and post- the lesson.
test students’ understanding of the
objective. Pre and post should be Post-Assessment of Objective: having them discuss what they learned and what they
identical or nearly identical. These do still have a question about.
not need to happen on the same day
as the lesson.
 Alternative options for diverse
Alternative Assessment Options: have students demonstrate how to use an
learners should also be provided alphanumeric map.

Differentiation Options
Describe how you will reach diverse
learners who need scaffolding or extra
challenge by varying the:
 Content – WHAT they are learning
 Process – HOW they are learning it
 Product – WHAT they will produce to
demonstrate mastery of the objective
21st Century Learning
Describe how you will incorporate
technology and/or the 4 Cs:
 Critical Thinking
Content – Scaffold: how to use cardinal directions to identify locations on an
alphanumeric grid.
Content – Challenge: how to read an alphanumeric gird.
Process – Scaffold: hands on activities.
Process – Challenge: lots of modeling
Product – Scaffold: correctly use cardinal directions 100% of the time. Turn in
homework with 100% accuracy.
Product – Challenge: correctly use cardinal directions 80% of the time. Turn in
homework with 80% accuracy.
Technology: SmartBoard
Critical Thinking: battleship
 Unit Plan Template
Student Name: Kathryn Parker Instructor Name: Kievit

 Creativity Creativity: battleship

 Collaboration
 Communication Collaboration: battleship

Communication: battleship, think-pair-share

Lesson Three Appendices:

TeachersPayTeachers Worksheets

Blank alphanumeric grid

 Unit Plan Template
Student Name: Kathryn Parker Instructor Name: Kievit

Lesson Four
Subject: Social Topic: Maps Grade Level: 2 Duration: 30 minutes
Studies/Math
List of Materials, Handouts, Rubrics, and other Documents:

Picture of a map with a scale on it, map for students to practice measuring on, map scale worksheet for independent practice,
ruler, pencil
Purpose: This lesson will help students…see how math and map reading go hand in hand.

Components Description of Plan

Content Standard Grade 2, Strand 4, Concept 1, PO 2. Interpret political and physical
Choose ONE standard and type it out maps using the following elements: a. alphanumeric grids b. title c.
along with the number
compass rose – cardinal directions d. key (legend) e. symbols.
Learning Objective Bloom’s Level: Evaluating
 Choose ONE level of complexity from
Bloom’s Revised Taxonomy Objective: SWBAT estimate the distance between two locations on a
 Write ONE objective that will
demonstrate mastery of the standard
map.
 Must be ONE simple sentence with
ONE carefully chosen verb Kid-Friendly (KF) Objective: I can estimate the distance between two points on a map.

Est Anticipatory Set Teacher will (TW): Students will (SW):

# of  A quick "hook" to grab the
Mins student's attention
3
 Activates prior knowledge of
min. the objective
 Requires active participation
from 100% of learners
 Say how students will literally
interact with the OBJECTIVE
Est Teaching-Input
# of  Direct instruction portion of
Mins
lesson
3  Using effective and varied
min. strategies, the teacher
provides information and
vocabulary students will need
in order to grasp the new
concept, strategy, or skill.
1. Ask students to think about 1. Rally robin while listing units of
common units of measure such measure.
as inches, feet, and miles. 2. Partner on the right will list two
2. Say “with your elbow partner, units of measure that their
you will rally robin. The person partner said.
closest to the door starts. You 3. Discuss with a partner how what
have 30 seconds starting now.” they are learning connects to
3. Start timer. what they learned yesterday.
4. Monitor conversations during the 4. Partner on the left will share out.
rally robin.
5. After 30 seconds, say “person
on the right stand up. List two
units of measure that your
partner said.”
6. Have students choral read the
objective and then have
students discuss with elbow
partners how it connects to what
we learned yesterday.
7. Set timer for 30 seconds.
8. Partner on the left will share out.
Teacher will: Students will:
1. Bring up a picture of a map and 1. Listen as the teacher explains
zoom in on the scale. the use of the map scale.
2. Explain that the scale helps us 2. Show fist to five to indicate
determine the distance between understanding.
two places on the map.
3. Explain that if the world were
drawn to scale, then it would not
 Unit Plan Template
Student Name: Kathryn Parker Instructor Name: Kievit

 Check for Understanding #1 fit on this map, so they made it

smaller and used math to
determine how many inches
make up a certain unit of
measure.
4. Have students show fist to five
to indicate understanding.
Est Teaching-Modeling Teacher will: Students will:
# of  Teacher demonstrates and 1. Using the same map, teacher 1. Listen and watch as the teacher
Mins shows examples of what will go over what the scale says. models how to measure the
students are expected to do (e.g. 1 in=50 ft.). distance between two points on
5 during Guided Practice
min. 2. Teacher will then zoom out and the map.
 Check for Understanding #2
use a ruler to measure the 2. Show thumbs up/down/to the
distance between two points on side to indicate understanding
the map. Teacher will explain
that every inch is the equivalent
of so many feet or miles.
3. Teacher will then measure the
distance between another two
points on the map.
4. Have students show thumbs
up/down/to the side to indicate
understanding.
Est Guided Practice Teacher will: Students will:
# of  An opportunity for each 1. Write the following scales on the 1. Work in pairs to make as many
Mins
student to demonstrate new board: 1 in=10 miles, 1 in=20 measurements as they can in
learning by working through miles, and 1 in.=50 miles. ten minutes.
15 an activity or exercise with the 2. Say, “I am going to hand you a 2. After ten minutes, the person
min. teacher’s guidance. map of Tucson. You have 10 furthest from the computers will
 This is the heart of the lesson
minutes to make and label as present and explain two
and should have the most
minutes assigned to it many measurements as you measurements.
can. You get to pick the scale
from the options on the board.
Indicate the scale on the bottom
of your paper. You will work with
your face partner to complete
this assignment. You will be
using rally coach in this
assignment. The person who is
closest to the computers is the
coach first.”
3. Pass out maps and then say,
“begin.”
4. Start timer and monitor.
5. After ten minutes, have the
person furthest from the
computers will briefly present
and explain two measurements.
Est Closure Students will:
# of  ALL students must engage in 1. Think-pair-share what they learned in the lesson.
Mins brief closure activity to cement 2. SW re-engage with the objective by…showing color cards to indicate their
learning and optimize transfer. understanding.
4  Do not introduce anything
min. new during Closure.
 Unit Plan Template
Student Name: Kathryn Parker Instructor Name: Kievit

 Check for Understanding.#3

 Say how students will re-
engage with the OBJECTIVE
N/A Independent Practice Students will:
 AFTER proper closure, it is 1. Complete the map scale worksheet (link in appendices) as homework.
important to provide time for
additional practice. It may be
group or individual work in
class or it might be
homework.
 Do not introduce anything
new during Independent
Practice.

Checks for Understanding 1. Fist to five after teacher input

 List at least THREE quick, informal 2. Thumbs up/down/to the side after teacher modeling
strategies that you used to check 3. Think-pair-share during closing.
understanding throughout the lesson. 4. Showing color card during closing.
 Checks go in the STUDENT column
 Checks should be varied (i.e., self-
check, verbal check, written check).
Assessment Options Pre-Assessment of Objective: listing units of measure in a rally robin
 Describe how you will pre- and post-
test students’ understanding of the Post-Assessment of Objective: measuring and explaining how they got the answer.
objective. Pre and post should be
identical or nearly identical. These do Alternative Assessment Options: have students model how to measure in scale.
not need to happen on the same day
as the lesson.
 Alternative options for diverse
learners should also be provided
Differentiation Options Content – Scaffold: how to measure according to scale.
Describe how you will reach diverse Content – Challenge: how to measure the distance between two points on a map
learners who need scaffolding or extra
challenge by varying the: Process – Scaffold: pick a scale and keep the measurements in that scale
 Content – WHAT they are learning Process – Challenge: assigned a scale and must keep measurements in that scale.
 Process – HOW they are learning it
 Product – WHAT they will produce to
demonstrate mastery of the objective Product – Scaffold: at least three correct, in-scale measurements.
Product – Challenge: at least two correct, in-scale measurements.
21st Century Learning Technology: SmartBoard
Describe how you will incorporate
technology and/or the 4 Cs: Critical Thinking: measuring in scale
 Critical Thinking
 Creativity Creativity: the students choose which points to measure between.
 Collaboration
 Communication
Collaboration: working with their face partner in a rally coach setting

Communication: rally coach during guided practice, think-pair-share

Lesson Four Appendices:

Worksheet for independent practice

 Unit Plan Template
Student Name: Kathryn Parker Instructor Name: Kievit

https://www.education.com/worksheet/article/map-scale/

Image to use in the teacher input and modeling segments.

https://www.yaaka.cc/wp-content/uploads/2015/06/scale.jpg

Map of Tucson for guided practice


Student Name: Kathryn Parker
Subject: Social Topic: Maps
Studies/Math
List of Materials, Handouts, Rubrics, and other Documents:
Paper, pencil, map of the world, ruler, SuperTeacherWorksheets map reading worksheet
Purpose: This lesson will help students…see how math and map reading go hand in hand.
Components
Content Standard
Choose ONE standard and type it out
along with the number
Learning Objective
 Choose ONE level of complexity from
Bloom’s Revised Taxonomy
 Write ONE objective that will
demonstrate mastery of the standard
 Must be ONE simple sentence with
ONE carefully chosen verb
Est Anticipatory Set
# of  A quick "hook" to grab the
Mins student's attention
3
 Activates prior knowledge of
min. the objective
 Requires active participation
from 100% of learners
 Say how students will literally
interact with the OBJECTIVE
Est Teaching-Input
# of  Direct instruction portion of
Mins
lesson
3  Using effective and varied
min. strategies, the teacher
provides information and
vocabulary students will need
in order to grasp the new
concept, strategy, or skill.
 Check for Understanding #1
Unit Plan Template
Instructor Name: Kievit
Lesson Five
Grade Level: 2 Duration: 40 minutes
Description of Plan
Strand 4, Concept 1, PO 3. Construct a map of a familiar place (e.g., school, home,
neighborhood, fictional place) that includes a title, compass rose, symbols and key
(legend).
Bloom’s Level: Creating
Objective: SWBAT…Create a map of a location of their choice.
Kid-Friendly (KF) Objective: I can…draw a map of my favorite place.
Teacher will (TW): Students will (SW):
1. Ask students, “Before GPS or 1. Mix-pair-share to answer the
Google Maps, how do you think teacher’s question.
people figured out how to get 2. The person closest to the far
where they were going?” Then wall will answer for their pair.
have students do mix pair share 3. SW interact with the objective
to answer. by…telling a partner what they
2. Have the person closest to the think they will learn in this
far wall answer for their pair. lesson.
3. Then have students tell a
partner what they think they will
learn in this lesson.
Teacher will: Students will:
1. Put up a map of the world on the 1. Listen as teacher introduces
SmartBoard. vocabulary.
2. While looking at the map, 2. Show fist-to-five to indicate their
teacher will introduce key understanding.
vocabulary such as map, legend
(key), title, and compass rose,
map scale. These words will be
put on the word wall.
3. Circle where the parts of the
map are located on the map.
4. Review units of measure (feet,
yards, and miles) and which
situations these units of
measure will be used. (e.g.
world=miles, room=ft.) Explain
that a map scale will be on the
map as well. (e.g. 1 in=50 ft.)
5. Have students show fist to five
to indicate their understanding

Student Name: Kathryn Parker
Est Teaching-Modeling
# of  Teacher demonstrates and
Mins shows examples of what
students are expected to do
10 during Guided Practice
min.
 Check for Understanding #2
Est Guided Practice
# of  An opportunity for each
Mins
student to demonstrate new
learning by working through
20 an activity or exercise with the
min. teacher’s guidance.
 This is the heart of the lesson
and should have the most
minutes assigned to it
Est Closure
# of  ALL students must engage in
Mins brief closure activity to cement
learning and optimize transfer.
4  Do not introduce anything
min.
new during Closure.
 Check for Understanding.#3
 Say how students will re-
engage with the OBJECTIVE
N/A Independent Practice
 AFTER proper closure, it is
important to provide time for
additional practice. It may be
group or individual work in
class or it might be
homework.
 Do not introduce anything
new during Independent
Practice.
Checks for Understanding
 List at least THREE quick, informal
Unit Plan Template
Instructor Name: Kievit
Teacher will: Students will:
1. On a blank sheet of paper, 1. Watch as teacher draws a map
explain that a map must take up of the classroom.
the whole paper. A map can be 2. Correctly identify and defend
of anything. A room, a building, which unit of measure is the
a fictional place, etc. correct unit in each situation.
2. Starting with the title, draw a 3. Use color cards to indicate level
map of the classroom. of understanding of the guided
3. Show how to label and measure practice assignment. (Green=go,
the distance. Explain choice in Yellow=have a question,
unit of measure. Create a Red=totally lost)
legend.
4. Have students show color cards
to indicate understanding.
Teacher will: Students will:
1. Say, “I want each of you to think 1. Think of a place that they can
of a place. It can be your home, make a map of.
your room, or your street. It can 2. Draw and label their map with a
even be a place in your favorite compass rose, title, and
book. Once you have that place measurements. They will also
in your mind, I want you to make include a legend and map scale.
a map of it. Make sure to label it 3. In a round robin, share their
with a title and a compass rose. map.
Include a legend and a map
scale. Finally, use a ruler to
measure and label the distance
between any two points on the
map.”
2. After fifteen minutes, have
students share their map with
their table partners in a round
robin.
Students will:
1. SW…participate in a short Kahoot quiz that will review the vocabulary they
learned.
2. SW re-engage with the objective by…completing a cloze-statement of the
objective.
Students will:
1. Complete the SuperTeacherWorksheets worksheet as homework.
1. Fist to Five after Teaching-input
2. Color cards after teaching-modeling
 Unit Plan Template
Student Name: Kathryn Parker Instructor Name: Kievit

strategies that you used to check 3. Kahoot quiz during closing

understanding throughout the lesson.
 Checks go in the STUDENT column
 Checks should be varied (i.e., self-
check, verbal check, written check).
Assessment Options Pre-Assessment of Objective: asking students what they think people used to find
 Describe how you will pre- and post- their way around in the anticipatory set.
test students’ understanding of the
objective. Pre and post should be
identical or nearly identical. These do Post-Assessment of Objective: hand-drawn, detailed, and labeled map.
not need to happen on the same day
as the lesson.
 Alternative options for diverse
Alternative Assessment Options: not as detailed a map. Must still be labled.
learners should also be provided
Differentiation Options Content – Scaffold: provided a graphic organizer to take notes on.
Describe how you will reach diverse Content – Challenge: provided a map to refer to throughout the lesson.
learners who need scaffolding or extra
challenge by varying the:
 Content – WHAT they are learning Process – Scaffold: use the word wall
 Process – HOW they are learning it
Process – Challenge: provide word bank with definitions to refer to.
 Product – WHAT they will produce to
demonstrate mastery of the objective
Product – Scaffold: hand drawn and labeled map with at least two measurements
Product – Challenge: hand drawn and labeled map with at least one measurement
21st Century Learning Technology:
Describe how you will incorporate
technology and/or the 4 Cs: Critical Thinking: they are drawing and labeling a map and measuring distances
 Critical Thinking
 Creativity Creativity: they get to choose what they draw a map of.
 Collaboration
 Communication
Collaboration:

Communication: They are sharing their maps with their table partners.

Lesson Five Appendices:

SuperTeacherWorksheets map reading worksheet: https://www.superteacherworksheets.com/maps/neighborhood-
map_WMZNN.pdf?up=1466611200